Digital Storytelling (DST) in Nurturing EFL Teachers’ Professional Competencies: A Qualitative Exploration

Abdolmanafi-Rokni, S. J. (2014). Digital storytelling in EFL classrooms: The effect on the oral performance. International Journal of Language and Linguistics, 2(4), 252–257. https://doi.org/10.11648/j.ijll.20140204.12

Anilan, B., Berber, A., & Anılan, H. (2018). The digital storytelling adventures of the teacher candidates. Turkish Online Journal of Qualitative Inquiry, 9(3), 262–287. https://doi.org/10.17569/tojqi.426308

Aşık, A. (2016). Digital storytelling and its tools for language teaching: Perceptions and reflections of pre-service teachers. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 6(1), 55-68.

Belda-Medina, J., & Goddard, M. B. (2024). AI-driven digital storytelling: A strategy for creating English as a foreign language (EFL) materials. International Journal of Linguistics Studies, 4(1), 40–49. https://doi.org/10.32996/ijls.2024.4.1.4

Bouckaert, M. (2019). Current perspectives on teachers as materials developers: Why, what, and how? RELC Journal, 50(3), 439–456.

Brandão, A. C. (2018). Visualizing EFL teacher identity (re)construction in materials design and implementation. Applied Linguistics Review, 9(2-3), 249–271.

Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39, 1–9. https://doi.org/10.1016/j.tsc.2020.100760

Charmaz, K., & Belgrave, L. L. (2019). Thinking about data with grounded theory. Qualitative inquiry, 25(8), 743-753.

Chen, H. J. (2024). Multimodal digital storytelling presentations in EFL contexts: Learning outcomes, positive/negative affects, and perception between high-/low-achieving learners. Innovation in Language Learning and Teaching, 18(2), 181–196.

Dogan, B., & Robin, B. R. (2008). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. Society for Information Technology & Teacher Education International Conference (SITE), 2, 902–907.

Dudeney, G., & Hockly, N. (2016). Literacies, technology and language teaching. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology (pp. 115–126). Routledge.

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.

Gürer, M. D. (2020). Should pre-service language teachers develop digital stories?: Engagement with digital storytelling. In E. Alqurashi (Ed.), Handbook of research on fostering student engagement with instructional technology in higher education (pp. 429-445). IGI Global.

Hajizadeh, S., Ebadi, S., Salman, A. R., & Badiozaman, I. F. B. A. (2024). Young twins’ journey via digital storytelling towards multi-literacy development. Journal of Visual Literacy, 43(3), 214-232.

Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958–978.

Heo, M. (2009). Digital storytelling: An empirical study of the impact of digital storytelling on pre-service teachers’ self-efficacy and dispositions towards educational technology. Journal of Educational Multimedia and Hypermedia, 18(4), 405–428. http://editlib.org/p/30458/

Huang, F., Teo, T., & Zhou, M. (2019). Factors affecting Chinese English as a foreign language teachers’ technology acceptance: A qualitative study. Journal of Educational Computing Research, 57(1), 83-105.

Huang, H. T. D. (2023). Examining the effect of digital storytelling on English speaking proficiency, willingness to communicate, and group cohesion. TESOL Quarterly, 57(1), 242–269.

Hung, C. M., Hwang, G. J., & Huang, I. (2012). A project-based digital storytelling approach for improving students’ learning motivation, problem-solving competence, and learning achievement. Educational Technology and Society, 15(4), 368–379.

Hwang, G. J., Zou, D., & Wu, Y. X. (2023). Learning by storytelling and critiquing: A peer assessment-enhanced digital storytelling approach to promoting young students’ information literacy, self-efficacy, and critical thinking awareness. Educational Technology Research and Development, 71(3), 1079–1103.

Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and teacher education, 67, 37-45

Kearney, M. (2009). Investigating digital storytelling and portfolios in teacher education. Association for the Advancement of Computing in Education (AACE), 1987–1996.

Kim, D., & Li, M. (2021). Digital storytelling: Facilitating learning and identity development. Journal of Computers in Education, 8(1), 33–61. https://doi.org/10.1007/s40692-020-00170-9

Kim, S. (2014). Developing autonomous learning for oral proficiency using digital storytelling. Language Learning & Technology, 18(2), 20–35.

Kristiawan, D., Ferdiansyah, S., & Picard, M. (2022). Promoting vocabulary building, learning motivation, and cultural identity representation through digital storytelling for young Indonesian learners of English as a foreign language. Iranian Journal of Language Teaching Research, 10(1), 19–36.

Kukul, V. (2024). Should I use digital storytelling in my future classroom? Why or why not? Investigating pre-service math teachers’ acceptance of digital storytelling. E-Learning and Digital Media, 21(1), 70–86. https://doi.org/10.1177/20427530231156173

Lambert, J. (2009). Digital storytelling: Capturing lives, creating community (3rd ed.). Digital Diner Press.

Lambert, J., & Hessler, B. (2018). Digital storytelling: Capturing lives, creating community (5th ed.). StoryCenter & Routledge. https://doi.org/10.4324/9781351266369

Lee, L. (2014). Digital news stories: Building language learners’ content knowledge and speaking skills. Foreign Language Annals, 47(2), 338–356. https://doi.org/10.1111/flan.12084

Li, J., Gao, X. (Andy), & Cui, X. (2021). Language teachers as materials developers. European Journal of Social Theory, 0(0), 511–529. https://doi.org/10.1177/1368431013484024

Li, M. (2020). Multimodal pedagogy in TESOL teacher education: Students’ perspectives. System, 94, 102337.

Linville, H. A., & Vinogradova, P. (2024). Digital storytelling as translanguaging: A practical guide for language educators. Taylor & Francis.

Liu, Q., & Chao, C. C. (2018). CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom. ReCALL, 30(1), 68-87.

Luan, L., Yi, Y., Hwang, G. J., Dong, Y., Jing, B., & Liu, J. (2024). Facilitating EFL learners’ willingness to communicate amidst the pandemic: A digital storytelling-based online flipped learning approach. Innovation in Language Learning and Teaching, 18(2), 139–154.

Mishan, F. (2022). Language learning materials in the digital era. In The Routledge handbook of materials development for language teaching (pp. 17–29). Routledge.

Mishan, F., & Timmis, I. (2015). Materials development for TESOL. Edinburgh University Press.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108 (6), 1017–1054.

Nami, F. (Ed.). (2020). Digital storytelling in second and foreign language teaching. Peter Lang.

Nami, F., & Asadnia, F. (2024). Exploring the effect of EFL students’ self-made digital stories on their vocabulary learning. System, 120, 103205. https://doi.org/10.1016/j.system.2023.103205

Ohler, J. (2006). The world of digital storytelling. Educational Leadership, 63(4), 44–47. https://doi.org/10.1109/LCN.Workshops.2017.68

Park, H. R. (2019). ESOL pre-service teachers’ experiences and learning in completing a reflection paper and digital storytelling. Australasian Journal of Educational Technology, 35(4), 63–77. https://doi.org/10.14742/ajet.4117

Raffone, A. (2023). Digital storytelling and digital gaming in the 21st century EFL classroom: New frontiers in CALL. Cambridge Scholars Publishing.

Raffone, A., & Gómez, A. M. (2022). “What is it like to suddenly shift from traditional face-to-face to exclusively online training?”: Narratives from global L2 teachers during the pandemic. In P. Bawa (Ed.). Preparing faculty for technology dependency in the Post-COVID-19 era (pp. 175-194). IGI Global.

Rahimi, M., & Yadollahi, S. (2017). Effects of offline vs. online digital storytelling on the development of EFL learners’ literacy skills. Cogent Education, 4(1), 1–13. https://doi.org/10.1080/2331186X.2017.1285531

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916

Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30, 17–29.

Røkenes, F. M. (2016). Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching. Acta Didactica Norge, 10(2), 311–328. https://doi.org/10.5617/adno.2431

Sancar-Tokmak, H., & Yanpar-Yelken, T. (2015). Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence. Educational Studies, 41(4), 444–461.

Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35.

Shen, X., Hao, C., & Peng, J. E. (2024). Promoting EFL learners’ willingness to communicate through transmediation in a digital storytelling workshop. Journal of Multilingual and Multicultural Development, 45(8), 3109-3126.

Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers’ professional digital competence: An overview of conceptualisations in the literature. Cogent Education, 9(1), 2063224.

Son, J. B. (2018). Teacher development in technology-enhanced language teaching. Springer International Publishing.

Stanley, N. (2018). Digital storytelling. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-7). https://doi.org/10.1002/9781118784235.eelt0403

Stenhouse, V. L., & Schafer, N. J. (2019). Empowering teachers through digital storytelling: A multimedia Capstone Project. Journal of Digital Learning in Teacher Education, 35(1), 6–19. https://doi.org/10.1080/21532974.2018.1532359

Tendero, A. (2006). Facing versions of the self: The effects of digital storytelling on English education. Contemporary Issues in Technology and Teacher Education, 6(2), 174–194.

Thomas, M., & Sadeghi, K. (2023). Introduction: Educational Technology in Teacher Education. In K. Sadeghi & M. Thomas (Eds.), Second language teacher professional development: Technological innovations for post-emergency teacher education (pp. 3-12). Springer International Publishing.

Voogt, J., Fisser, P., Tondeur, J., & van Braak, J. (2016). Using theoretical perspectives in developing an understanding of TPACK. In C. Herring, M. J. Kohler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 33–52). Routledge.

Wang, A. Y., & Maa, T. Y. (2022). Competency-based education: A literature review and its practical considerations for EFL teacher education. In A. W. Wang (Ed.), Competency-based teacher education for English as a foreign language: Theory, research, and practice (pp. 9–25). Routledge.

Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Pre-service teachers’ TPACK development: A review of literature. Journal of Digital Learning in Teacher Education, 34(4), 234–258. https://doi.org/10.1080/21532974.2018.1498039

Yi, Y., & Angay-Crowder, T. (2016). Multimodal pedagogies for teacher education in TESOL. TESOL Quarterly, 50(4), 988–998. https://doi.org/10.1002/tesq.326

Yu, B., & Wang, W. (2025). Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers. System, 129, 103577.

Zarei, M. J., & Navidinia, H. (2024). Improving EFL students’ writing skills through digital storytelling. Computer-Assisted Language Learning Electronic Journal, 25(1), 108–128.